We gladly accepted, and soon secured a room, and gathered a goodly company of poor children, mostly Germans. Fortunately for our enterprise, we chanced on a teacher of singular ability and earnestness of purpose, a graduate of the best Normal School in the country, the Oswego Training School, and thoroughly versed in the "Object System"--Miss Jane Andrews. The founder of our school proved as earnest in carrying out, as she had been generous in forming, her benevolent plan. She took part herself, several times each week, in teaching the children, and was indefatigable in promoting their pleasures, as well as aiding their instruction. For many years now, this kind friend of the poor has supported this school and labored among its children. They all know and love her, and her memory will not die among them. The great peculiarity of this school has now been adapted in the other Industrial Schools, under the name of the "Object System of Teaching"--a method which has proved so singularly successful with the children of the poor, that I shall describe it somewhat at length. THE OBJECT SYSTEM. "I began with children," says Pestalozzi, "as nature does with savages, first bringing an image before their eyes, and then seeking a word to express the perception to which it gives rise." This statement of the great reformer of education expresses the essential principle of the Object System. The child's mind grasps first things rather than names; it deals with objects before words; it takes a thing as a whole rather than in parts. Its perceptive and observing faculties are those first awakened, and should be the first used in education; reflection, analysis, and comparison must come afterward. The vice of the former systems of education has been, that words have so much taken in the child's intellect the place of things, and its knowledge has become so often a mere routine, or a mechanical memorizing of names. The scholar was not taught to look beneath words, and to learn the precise thing which the word symbolized. He was trained to repeat like a machine. He did not observe closely, he had not been educated to apply his own faculties, and therefore he could not think afterward. The old system reversed the natural order. It began with what is the ripest fruit of the mature intellect-definitions, or the learning of rules and statements of principles, and went on later to observing facts and applying principles. It analyzed in the beginning, and only later in the course regarded things each as a whole.